과학기술 분야 연구실 안전 교육 학습자의 VR(가상현실) 기술사용의도 분석

초록

The importance of safety education in high-risk environments within the science and technology sector has been increasingly emphasized. In response, the application of virtual reality (VR) in education is gaining attention as a means to develop learner-centered content that promotes experiential learning and facilitates transfer to real-world practice. This study follows this trend and aims to empirically analyze the factors influencing learners’ intention to use and actual usage behavior of VR technology in the context of laboratory safety education. A survey was administered to the entire population of individuals who had completed a laboratory safety accident prevention program offered by a public education institution. Among them, 379 participants responded to the online questionnaire. Based on the collected responses, exploratory factor analysis, confirmatory factor analysis, and structural model analysis were conducted. Using the Unified Theory of Acceptance and Use of Technology (UTAUT) as a framework, this study examined how performance expectancy, effort expectancy, social influence, and facilitating conditions affect behavioral intention and actual use of VR technology. The results showed that performance expectancy and effort expectancy had significant effects on behavioral intention, which in turn significantly influenced actual usage behavior. Conversely, social influence and facilitating conditions did not show significant effects. Additionally, performance expectancy and effort expectancy demonstrated significant indirect effects on usage behavior through behavioral intention. These findings suggest that in practical, action-oriented education such as laboratory safety training, learners’ internal motivation and self-perception of technology use play a more critical role than external influences. This study offers practical implications for the design of VR-based immersive education by emphasizing the need to consider learners’ perceptions and acceptance of technology. The results serve as empirical evidence to support the development and implementation of immersive safety training programs in future educational contexts.

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